O que é um aluno motivado? Reflexões a partir dos relatos de cinco professores de instrumento musical
DOI:
https://doi.org/10.26694/caedu.v5i1.3123Palabras clave:
Enseñanza de música instrumental, Motivación, Teoría de la autodeterminación, Motivación autónoma, Educación musicalResumen
Los profesores de instrumentos musicales a menudo reconocen algunos aspectos de la motivación de los estudiantes. Sin embargo, no conocemos la opinión de los profesores sobre la motivación de los alumnos, en concreto lo que consideran un alumno motivado o desmotivado. Para apoyar este estudio, adoptamos la perspectiva de la Teoría de la Autodeterminación, que define la motivación autónoma como motivación de alta calidad y la motivación controlada como motivación de baja calidad. A partir de ello, se buscó saber qué entienden los profesores de instrumentos musicales por alumnos con alta y baja motivación de calidad. Se realizó un estudio de enfoque cualitativo, basado en entrevistas a cinco profesores de instrumentos musicales. Como resultado, los docentes reconocen algunos rasgos relevantes de la motivación, tanto en aspectos positivos como negativos. Para la motivación de alta calidad, los docentes destacaron el interés, el esfuerzo, la curiosidad y la identificación con la tarea. Para la motivación de baja calidad, los docentes destacaron la obligación de asistir a clases, las conductas de ausentismo, la alienación y la falta de interés. Los docentes, sin embargo, no mencionaron otros aspectos motivacionales relevantes, como creencias en las propias capacidades, estrategias de estudio y atribuciones causales. Esto indica que podría ser productivo abordar las teorías de la motivación en la formación del profesorado de música.
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